Learning and Memory in Virtual Environments: A Role in Neurorehabilitation? Questions (and Occasional Answers) from the University of East London

Abstract

The virtual reality research group at the University of East London has its origins in basic neuroscience research on environmental influences on recovery of function from brain damage. Here we describe our work since incorporating within our research the use of virtual environments (VEs) in brain damage rehabilitation. We have focused on three issues relating to the development of VEs for people with impaired brain function: "usability," the value of active interaction (as opposed to passive observation), and the nature of transfer of training from virtual to real environments. Our studies, which have encompassed vascular, traumatic, degenerative, and developmental brain damage, suggest that VEs have great potential in brain damage rehabilitation.

Computerized and Virtual Reality Cognitive Training for Individuals at High Risk of Cognitive Decline: Systematic Review of the Literature

“…One major benefit of VRCT is that it addresses previous criticisms about CCT by providing individuals with an intervention which is immersive, naturalistic and mimic real-time and real-life, increasing ecological validity (33). VRCT mimics real-world activities and therefore offers greater potential for transfer to ADL (32). Two out of the three studies assessed mood and ADL outcomes measures and show positive transfer effects; reduction of depressive symptoms (42) and improved perceived use of memory strategy (57).…”

“…However, there is still limited information about the recommended 'type' or 'dose' of training required and how the control group type influences results. The application of virtual reality (VR) with individuals with impaired cognition for CT is a novel innovation and uses computer software to combine visual, auditory and tactile feedback to simulate real-life environments (32). VRCT is highly flexible and a program can be designed to suit to needs of the target population (33).…”

A SWOT Analysis of the Field of Virtual Reality Rehabilitation and Therapy

“…This has included the creation of virtual cities (Brown, Kerr, & Bayon, 1998;Costas, Carvalho, & de Aragon, 2000), supermarkets (Cromby, Standen, Newman, & Tasker, 1996); homes (Pugnetti et al, 1998;Rose, Attree, Brooks, & Andrews, 2001); kitchens (Christiansen et al, 1998;Davies et al, 2002), school environments (Stanton, Foreman, & Wilson, 1998;Rizzo, Bowerly, et al, 2002), workspaces/offices (McGeorge et al, 2001;; rehabilitation wards (Brooks et al, 1999), and even a virtual beach (Elkind, Rubin, Rosenthal, Skoff, & Prather, 2001). While these environments vary in their level of pictorial or graphic realism, this factor may be secondary in importance, relative to the actual activities that are carried out in the environment, for determining their value from an ecological validity standpoint.…”

Analysis of assets for virtual reality applications in neuropsychology

“…This has included the creation Downloaded by [North Dakota State University] at 09:28 03 December 2014 of virtual cities (Brown et al, 1998;Costas, Carvalho, & de Aragon, 2000)' supermarkets (Cromby et al, 1996); homes (Rose, Attree, Brooks, & Andrews, 2001); kitchens (Christiansen et al, 1998;Davies et al, 1998), school environments (Stanton et al, 1998;Rizzo et al, 2000), workspaces1 offices (McGeorge et al, 2001;; rehabilitation wards (Brooks et al, 1999) and even a virtual beach (Elkind et al, 2001). While these environments vary in their level of pictorial or graphic realism, this factor may be secondary in importance, relative to the actual activities that are carried out in the environment for determining their value from an ecological validity standpoint.…”

“…Similarly, for the retraining of specific skills, a client's autonomous interaction with the dynamic features of a VE could help capitalise on the established benefits of active learning over more passive approaches. In this area, differential learning effects have been reported in VR training, with active interaction better supporting route learning (Rose et al, 2001) and mental rotation training (Rizzo et al, 2001c) compared to passive observation training. Such studies lend support for a rehabilitation perspective that underscores the significance of empowering individuals by providing active opportunities for error and experience.…”